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Standards-based assessment and Instruction

Instructional Task: Grade 3

 

 

 

 

 

 

 

 

 

 

 

 

 

Insects in Jars

Task

Ben and Sara have four glass jars. Ben and Sara have one hour and fifteen minutes to collect four different types of insects. Ben and Sara will put each type of insect in a glass jar. Ben and Sara will round the number of each type of insect collected to the nearest ten and let any extra insects go. Ben and Sara start collecting insects at one o’clock in the afternoon. They collect 23 ants, 12 butterflies, 10 beetles and 14 grasshoppers. What time do Ben and Sara stop catching insects? How many insects do Ben and Sara let go from each jar? Show all your mathematical thinking.

Alternative Versions of Task

More Accessible Version

Ben and Sara have four glass jars. Ben and Sara will collect four different types of insects. Ben and Sara will put each type of insect in a glass jar. Ben and Sara will round the number of each type of insect collected to the nearest ten and let any extra insects go. They collect 23 ants, 12 butterflies, 10 beetles and 14 grasshoppers. How many insects do Ben and Sara let go from each jar? Show all your mathematical thinking.

More Challenging Version

Ben and Sara have four glass jars. Ben and Sara have one hour and fifteen minutes to collect four different types of insects. Ben and Sara will put each type of insect in a glass jar. Ben and Sara will round the number of each type of insect collected to the nearest ten and let any extra insects go. Ben and Sara start collecting insects at one o’clock in the afternoon. They collect 123 ants, 212 butterflies, 100 beetles and 314 grasshoppers. What time do Ben and Sara stop catching insects? How many insects do Ben and Sara let go from each jar? Show all your mathematical thinking.

 

Place Value Unit

The Place Value Unit involves understanding and representing the relative position, magnitude and relationships within the numeration system in order to answer questions such as:

  • How can you use the additive property of place value to decompose this number?
  • How can you use the multiplicative property of place value to describe the meaning of each digit in the number 654,321?
  • How can you use the base ten property of place value to explain the relationship between each of the digits in the number 555,555?
  • What other way(s) can you use hundred thousands, ten thousands, thousands, hundreds, tens, and ones to show this number without changing its value?
TEKS covered in this Unit include: 3.2A, 3.2B, 3.2C, 3.2D

Exemplars Task-Specific Evidence

This task requires students to use place value to round whole numbers to the nearest 10. The students are also expected to find the difference between rounded numbers and given numbers.

TEKS Mathematical Process Standards

  • 3.1A Apply mathematics to problems arising in everyday life, society, and the workplace.
  • 3.1B Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.  
  • 3.1E The student is expected to create and use representations to organize, record, and communicate mathematical ideas.
  • 3.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. 

Underlying Mathematical Concepts

  • Rounding whole numbers to the nearest 10
  • Addition/Subtraction
  • Number sense to 23
  • Time notation

Possible Problem-Solving Strategies

  • Model (manipulatives)
  • Diagram/Key
  • Table
  • Chart
  • Number line

Possible Mathematical Vocabulary/Symbolic Representation

  • Model
  • Diagram/Key
  • Table
  • Chart
  • Number line
  • Total/Sum
  • Difference
  • Fraction
  • 1/4
  • Hour, minute
  • Most/Least
  • Odd/Even
  • Dozen
  • Greater than (>)/Less than (<)
  • Equivalent/Equal to
  • Time notation
  • 2:15 p.m.
  • Ones, tens
  • Place value

Possible Solutions

Ben and Sara stop collecting insects at 2:15 p.m. They let 3 ants, 2 butterflies, 0 beetles and 4 grasshoppers go from the glass jars.

 

 

 

 

 

 

 

 

 

 

More Accessible Version Solution

Ben and Sara let 3 ants, 2 butterflies, and 4 grasshoppers go from the glass jars.

More Challenging Version Solution

Ben and Sara stop collecting insects at 2:15 p.m. They let 3 ants, 2 butterflies and 4 grasshoppers go from the glass jars.

Possible Connections

Below are some examples of mathematical connections. Your students may discover some that are not on this list.

  • Ben and Sara caught 59 total insects.
  • A total of 9 insects were let go.
  • 15 minutes is 1/4 of an hour.
  • They caught insects for 75 minutes.
  • They caught the most ants and the least beetles.
  • They caught an odd number of ants.
  • They caught an even number of butterflies, beetles and grasshoppers.
  • They caught a dozen butterflies.
  • If they caught 1 more ant they would have 2 dozen.
  • Relate to a similar task and state a math link.
  • Solve more than one way to verify the answer.
  • They caught 11 more ants than butterflies.
  • The total number of insect legs are found, 6 · 40 = 240 insect legs.

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Here's What People Are Saying

The Exemplars program is designed to assess students' problem-solving and mathematical-communication skills. It also supports higher-level thinking and extension of mathematical reasoning.

S. Dement
Teacher

Converse, TX

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